The Content and Implementation of Shared Professional Knowledge in Early Childhood Education

Autor/inn/en	Melasalmi, Anitta; Husu, Jukka
Titel	The Content and Implementation of Shared Professional Knowledge in Early Childhood Education
Quelle	In: Early Years: An International Journal of Research and Development, 36 (2016) 4, S.426-439 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1149692
Schlagwörter	Early Childhood Education; Knowledge Management; Teacher Collaboration; Shared Resources and Services; Content Analysis; Program Implementation; Video Technology; Protocol Analysis; Protocol Materials; Knowledge Base for Teaching; Qualitative Research; Preschool Teachers; Professional Identity; Teacher Characteristics; Affective Behavior; Values; Task Analysis; Sharing Behavior; Foreign Countries; Structured Interviews; Finland + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Wissensmanagement; Lehrerkooperation; Gemeinwirtschaft; Inhaltsanalyse; Unterrichtsprotokoll; Teaching theory; Theory of teaching; Unterrichtstheorie; Qualitative Forschung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Affective disturbance; Active behaviour; Affektive Störung; Wertbegriff; Aufgabenanalyse; Ausland; Finnland
Abstract	Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to investigate the content and implementation of shared professional knowledge in an early childhood context. Video-taped data were collected using a stimulated recall method from the two participating teachers. The results show that the content of shared professional knowledge was related to two areas in the teachers' professional knowledge: "professional self" and "professional tasks." In addition, the shared professional knowledge varied according to the teachers' work contexts. This study offers new knowledge on early childhood education practices and teacher education, considering multi-professional collaboration, and shared learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01